Fig. 1 shows a model used to explain how a performer processes information during a physical activity. (a) Identify the four stages of the information proce...

Assessment: Physical Education 0413 | Paper 1 Mock 01 | Theory Subject: Physical Education - 0413

Question 1 Report

0413-p1-info-processing-1

Fig. 1 shows a model used to explain how a performer processes information during a physical activity.

(a) Identify the four stages of the information processing model shown in Fig. 1. [2]

(b) Explain the role of the decision-making stage for a goalkeeper facing a penalty kick in football. [2]

(c) Describe how feedback helps a performer improve their skill level when learning a new activity. [2]

Answer Details

(a) The four stages of the information processing model are:

  1. Input [0.5]
  2. Decision-making [0.5]
  3. Output [0.5]
  4. Feedback [0.5]

[2 marks for all four correct; 1 mark for three correct]

This model describes how a performer receives information from their environment, processes it, selects a response, and then uses feedback to refine future actions. It operates as a continuous loop during physical activity.

(b) The role of the decision-making stage for a goalkeeper facing a penalty kick:

  • The goalkeeper receives information (input) from the environment, such as the kicker's body position, angle of approach, direction of their eyes, and the position of the ball. [1]
  • During the decision-making stage, the goalkeeper selects a response from the available options, for example deciding which way to dive based on the cues observed from the kicker's run-up and body language. [1]

This stage must happen extremely quickly in a penalty situation because the ball travels at high speed, leaving the goalkeeper very little reaction time. Experience and practice help goalkeepers recognise patterns faster, improving the quality of their decisions.

(c) Feedback helps a performer improve their skill level in the following ways:

  • Feedback provides information about what the performer did well and what needs improving, allowing them to understand the gap between their current performance and the desired outcome. [1]
  • The performer can then correct errors and adjust their technique, or repeat successful movements with greater confidence. [1]

Feedback can be extrinsic (from an external source such as a coach pointing out a technical fault) or intrinsic (from the performer's own senses, such as the feel of a well-timed tennis serve). Both types are valuable, especially during the early stages of learning a new skill when the performer may not yet recognise errors independently.

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